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English 8A: Students will be able to sequence the story’s main events.

Science: 3.9B students will understand what a food chain is and how it works

General Goal(s):

The learner will be able to identify and put in order the different events in the story.

Specific Objectives:

They will be able to demonstrate that they have a clear understanding of sequence by finding steps in order within stories.

Required Materials:

Computer

Projector

Smartboard

Sentence Strips

Scissors

Brain Pop Jr.

Food Chain Photo Story

Anticipatory Set (Lead-In):

Get students attention by asking them: What came first the chicken or the egg?

Of course most kids will be puzzled, but explain that it is a riddle with much debate.

Say “In life everything happens in some type of order” and then ask a student to describe their typical morning, (as the student is describing their morning, type it up on the smart board. Each sentence will be a different text box.

Once the student has finished, rearrange the sequence of events in an order that would be comical (ex. Make the student go to class then get dressed).

After having a good laugh, explain that everything in life happens in a specific order, and that it is very important for us to be able to identify the order and understand how it works.

Then ask the question: Why is it important?

Guide students to identifying that if we do things in the wrong order, we could have serious consequences.

Then ask: Who uses sequence? Use this question to talk about all of the different jobs that have sequence (which is basically every job).

Then, explain that even animal life has some sequence… (then segue to the food chain).

Step-By-Step Procedures:

Give each student a white board and ask them to draw a graphic organizer with you (the sequence organizer). Explain that they will be studying the food chain, acting as detectives figuring out the sequence in a particular food chain.

Then show them the Photo Story 3 project and work through the story together. Pause if students get behind. Show it one more time and have the students check their answers.

Then have the students make up their own stories. They will each have a sentence strip and they are to make up a six animal food chains .

Then ask them to cut up the food chain and swap it out with a partner and see if they can put it in the correct sequence. As this is happening, walk around a monitor to see which students are having a hard time with the sequencing.

Next, given students a “taks” passage that has to deal specifically with sequence. It should have four sequencing questions .

Work one on the smartboard/projector with them. Group the students into fours and have them work as a team to solve the sequencing questions. It will be a competition to see who can arrive at the most right answers. Stress that they must show where they found their answer.

Plan For Independent Practice:

Put students on the computer program Brain Pop Jr. It has two sections that deal with sequence: one is a writing section where students must give a sequence on how they will cook, or clean something, and the other section is a graphic organizer where they put something in order. This give you instant access to their data, and it doesn’t seem like a quiz to them, because it has interactive questions and pictures.

Closure (Reflect Anticipatory Set):

“Like we talked about at the beginning of the class, everything we do and everything we say and every job we want has some specific order. As learners it is our job to understand these orders and be able to identify them. Why?

Without the ability to do things in order or identify a specific order, we could end up doing the wrong thing.

For example, if I want to get a job as a pilot and I go out and start going to college and taking classes in medicine, will I be on the right track to achieving my goal as a pilot? Or if I want to pass a test and I spend every day watching TV and playing video games, am I doing the right things to pass my test? There are sequences that you all go through everyday. I want to challenge you to look for them today and tomorrow tell me about them in your journal.”

Assessment Based On Objectives:

Asked students to write in their journal the following day about the sequences they noticed throughout their day.

Assess their ability not only on how they identified the sequences, but the complexity and how the sequence applies to their life.

Adaptations (For Students With Learning Disabilities):

White board work – pair LD students with a partner.

Creating the food chain – give students ten different animals to chose from. Ask students to cut them out and put them in order on the sentence strip.

Taks Passage – students will work with teacher at the round table and teacher will monitor their comprehension. Also, make sure the story is at their reading level.

Independent practice – still done on the computer, but with different Brain Pop activities.

Assessment – meet with students while class is writing in their journal to discuss the sequences they noticed in their day.

Extensions (For Gifted Students):

GT students will be asked to come up with a map to their favorite place and then give a list of directions on how to get to that place.